A research report submitted to the Department of Psychology in the School of Human and Community Development in partial fulfilment of the requirements for the degree of Master in Education (Educational Psychology) in the Faculty of Humanities, University of the Witwatersrand, Johannesburg, March 2017 / Currently there is a growing interest around the world in exploring mental health from a systemic perspective. A qualitative, exploratory, descriptive study using semi-structured interviews was conducted in order to explore the experiences and perceptions of 8 practicing educational psychologists who have worked in a systemic reflecting team. The research aimed to ascertain whether this type of training has been perceived as influencing the educational psychologists’ way of thinking in terms of the importance of working systemically within the South African context. Findings suggest positive perceptions of systemic intervention, although various challenges hinder implementation. The reflecting team was perceived as being useful in terms of supervision and training. The educational psychologists perceived their training on a reflecting team as being beneficial for their own development and in terms of their current practice. While this was the case the educational psychologists perceived being observed by the reflecting team during their training on the reflecting team as anxiety provoking. The findings suggest the need for more practical training and an in-depth theoretical foundation of systemic family therapy. Future research which explores other methods of family therapy as well as the effectiveness of family therapy within the school system has been recommended. / XL2018

A research report submitted to the Discipline of Psychology in the School of Human and Community Development in partial fulfilment of the requirements for the degree of Master in Education (Educational Psychology) in the faculty of Humanities, University of the Witwatersrand, Johannesburg 2017 / The study aimed to explore the views of practicing educational psychologists on their roles and functions within the South African context. The main purpose of the study was to document demographic and descriptive data in relation to educational psychologists’ training, areas of work, and views of their roles and functions, within the context of changes in education policy and their professional practice in South Africa. The study used a descriptive survey design. One hundred and twenty seven respondents who were qualified educational psychologists completed a self- designed descriptive questionnaire. The findings of this study indicate that majority of educational psychologists in South Africa are practicing in a private practice capacity and majority service urban areas. Educational psychologists in this study highlighted three key areas of psychological intervention that they are engaged in, namely psycho-educational assessments, parent guidance, and child psychotherapy. Other key findings in this report highlight the gaps in training experienced by the respondents; the positive and negative aspects of the Education White Paper 6 policy as experienced by the respondents and their views on the educational psychology scope of practice. / XL2018

With vast changes occurring in the South African context since 1994, it is clear that the role of educational psychologists has also shifted. While changes have occurred, numerous difficulties still exist within the education sector highlighting the need for educational psychologists. However, there appears to be disagreement about how the role is perceived in the Health Professions Council of South Africa, training institutions and in practice. For these reasons, this study seeks to unpack educational psychologists' perceptions of their role within the Pietermaritzburg area. A qualitative methodology is employed using semi-structured interviews with a number of practitioners in the area. The study found that the role of educational psychologists is complex, affected by individual variables and various contextual shifts and tensions. This finding has implications for the training of educational psychologists and raises questions around their place within education itself. / Thesis (M.A.)-University of KwaZulu-Natal, Pietermaritzburg, 2008.

This study presents a description of the development and history of learner support, as well as educational psychological leaner support, in South Africa. The role and function of the educational psychologist was researched through literature study and empirical research. It was found that whereas this pivotal profession is still vital in any educational system, the nature of contemporary society has necessitated a new dimension in educational psychological service delivery, namely systemic involvement. Guidelines for a new model for educational psychological learner support in the education dispensation are put forward. This model asks for the enlargement of the role of the educational psychologist to include assessment and support of all of the systems that play a role in the learner’s life.

M.Ed. / The aim of this study was to describe the most prominent needs for Continuing Professional Development (CPD) amongst Educational Psychologists in South Africa, in order to provide guidelines for further provision of CPD activities. This was done by implementing a questionnaire in a cross-sectional survey. The questionnaire was mailed to an initial sample of 1000 (out of 1100) registered Educational Psychologists, whose details were obtained from the Health Professions Council of South Africa. A total of 386 Educational Psychologists replied to the questionnaire. The study was mainly quantitative in nature...

A Research Report submitted to the Faculty of Humanities, School of Human and Community Development, University of the Witwatersrand, Johannesburg, in partial fulfilment of the requirements for the degree of Master of Education in Educational Psychology by Coursework and Research Report. Johannesburg, March 2017 / This research study investigated the relationship between first (L1) and second language (L2) learners’ academic performance and their scores on the Stanford Diagnostic Reading Test (SDRT) and the Raven’s Standard Progressive Matrices (RSPM). The inherently different nature of using a verbal assessment and a non-verbal assessment are important to consider in relation to overall academic performance, especially in light of the different language demands of a verbal versus a non-verbal assessment. South Africa has a diverse language landscape, which does pose practical problems for choosing a standard language of learning and teaching, which could create some language issues. The concept of intelligence is unpacked and discussed in relation to both academic performance and reading, which requires careful navigation due to its links to both these concepts. Psychological testing and assessment in South Africa has an encumbered history, which makes research in this area valuable, especially in relation to the unique language diversity in South Africa combined with the lack of South African assessments . Language, reading and intelligence are important to consider in light of the role they to play in relation to overall academic achievement. The results revealed that L1 learners performed better compared to L2 learners on both the SDRT and the RSPM. L1 learners also performed better academically compared to their peers. These results indicated some serious implications showing that L2 learners have not been able to bridge language and learning gaps, after at least five years of being taught in English. The results also revealed that the SDRT was a better predictor of academic performance for both L1 and L2 learners. This highlighted the importance of reading within the South African school system. The under researched area of the exact impact that reading has on overall academic performance showed that South Africa’s curriculum is reading heavy, which does emphasise the importance of reading to achieve academic success. / MT 2018

The study reports on the development of a photo therapy tool for educational psychologists within the South African context. A literature study explores the nature, advantages, characteristics and the application of photo therapy with clients in a therapeutic setting. The developmental intervention research design guided the practical development of an electronic photo therapy tool that can be applied by educational psychologists in a therapy setting with clients. The empirical research is qualitative in nature, as the effectiveness of the newly developed photo therapy tool is evaluated by emerging adults and educational psychologists as an intervention strategy. In order to accomplish this purpose, emerging adults, as well as educational psychologists shared their perceptions of the newly developed photo therapy tool. Thus the usefulness of the photo therapy tool was investigated as an intervention approach. Qualitative data generation techniques, focus group interviews and photographs were utilised. The research results show that the newly developed electronic photo therapy tool has the potential, as a modern therapeutic tool, to be used by educational psychologists as an intervention strategy. The developmental intervention research design is a continuous process, and as the life world is forever changing, improvements to the photo therapy tool can always be added according to new suggestions and ideas. The findings allow theorisation about the significance of the photo therapy tool. The study further determines that there is definite potential in the electronically created photo therapy tool, as both the young adults and the educational psychologists perceived the photo therapy tool as a possible and valuable tool in the therapeutic intervention process. / Psychology of Education / D. Ed. (Educational Psychology)

M.Ed. (Educational Psychology) / The main aim of this research inquiry was to explore the use of indigenous knowledge by Black-African educational psychologists in South Africa when working with children who have been traumatised. I hoped that the results would provide a better understanding of how indigenous knowledge can be applied in therapeutic interventions in a way that takes into account the client’s cultural preferences. Mental health professionals are becoming more aware that cultural customs and beliefs have considerable influence on therapeutic interventions. The Western conceptualisation of health and illness is insufficient in a culturally diverse society like the one found in South Africa. There is a need to explore how traditional concepts can be incorporated into psychology and how indigenous knowledge can contribute to the wellbeing of a person, from a culturally congruent worldview. In indigenous knowledge, there is recognition that communities have their own definition of healing needs and strategies when addressing trauma. The perception and beliefs about the causation, communication and acknowledgement of the problem are all culturally constructed and can influence psychotherapy. However, there is a lack of research on applying indigenous knowledge in therapy, specifically in the context of children who have been exposed to exploitative trauma (abuse) and loss (death). As such, there is a need in South Africa for the development of psychotherapeutic interventions that are culturally valid, which can be applied to children who have been traumatised. The research approach employed within this study is qualitative. A phenomenological design was followed. The overarching framework was that of social constructivism. I interviewed five black educational psychologists who live in the Gauteng area through the use of snowball sampling. Data was generated through semi-structured interviews. The data collection and analysis process was done through the use of thematic analysis, whereby certain themes were revealed. The psychotherapeutic interventions that were discerned were based mostly on the trauma children experienced due to child abuse and the death of parents. These included 1) use of oral traditions comprising stories, folklore, proverbs and metaphors; 2) rituals, comprising visiting the grave, communication with ancestors through the slaughter of animals and cleansing ceremonies involving the slaughter of animals; 3) games, specifically masekitlana; 4) music, especially singing and drums; 5) the use of Ubuntu to support clients through care, as well as using available family systems to promote systemic support. These interventions are thought to be useful as they are non-threatening; they allow clients to express themselves, they are a way of relating/identifying, they release emotion and they help to release any “impurity”. With the choice of psychotherapeutic interventions, it is important to consider the “goodness of fit” or congruency between the culture and belief system of both the therapist and client. The findings of the study could make a contribution to the field of psychotherapy in South Africa, since it makes a strong case for the inclusion of psychotherapeutic interventions that are sensitive to cultural differences and meet the needs of children’s cultural beliefs.

This thesis offers a critical reflection of a study I initiated to enhance self-esteem for self-actualization. The research process involved enhancing my own self-esteem before facilitating the enhancement of the self-esteem of my participants. This endeavour included the simultaneous exposure given to researcher and researched, with the aim of helping to attain the respective transformative potentials of the latter. An action research methodology was used, intending to improve my own practice and to involve and learn from the participants in order for all relevant stakeholders to capitalize from the learning experience. Whilst undertaking this study, I learned to reflect on my values, attitudes and relationships with my learners. I also became aware of how individuals‟ perceptions of themselves can influence other aspects of their development. This awareness enabled me to become more sensitive to the emotional needs of the learners in my care and also led to a greater understanding of their individuality. I came to comprehend the impact of a positive self-esteem on the learning process that aided me in developing an understanding of the positive impact an enhanced self-esteem has on how my learners view themselves. In the course of the research, I developed an awareness of the need to create a caring practice centred on values of gentleness, respect, kindness, awareness and recognition of individual strengths. These afore-mentioned values are premised on the recognition and acknowledgement of basic human rights, inclusivity, equality and social justice; principles reflecting my own living standards. This heightened vii awareness influenced the ways I organized the learning and teaching process in my classroom. Enhancing my own self-esteem and those of my learners basically involved interchangeable interventions such as encouraging involvement, allocating responsibilities, creating opportunities for assertiveness and being generous with affirmation, praise and motivation. These endeavours occurred within a social constructivist approach, enabling participants to construct their own epistemologies within their respective ontologies. My findings offer new conceptualizations about how an enhanced self-esteem can help individuals realize their fullest potential.

Summary in English. / Bibliography: leaves 92-99. / This study aims to illustrate, explore and argue for school systems consultation as a dimension of educational psychology service deli very which is appropriate in the South African context. It connects with the principles which guide policy development in education, and particularly, education support services in the country. A qualitative inquiry approach was adopted, in which case study methodology was employed to illuminate systems analysis and intervention at a special school in Cape Town. The participants included all adults who were employed in the school, with focus on the management, teachers and teacher-assistants. A variety of methods were used including interviews, observation, role-play and facilitation of group process. A qualitative, thematic approach was employed in the analysis and interpretation of data, extrapolating patterns, themes and relations around communication, beliefs, change and power.